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This study explored how institutional policies and practices, professional development and training, and technology support services are fundamental to the effectiveness of student authentication and authenticity in online learning. This study used a quantitative approach to answer research questions. The sample population for this research was comprised of online faculty from California community colleges. The data was collected through an online survey, which was based on anonymous self-reporting. During the data analysis phase, three themes emerged. The first theme that emerged was that faculty members were highly aware of the existence of substitute course takers. The second theme that became apparent was that there was a lack of faculty satisfaction in institutional policies and practices, professional development and training, and technology support services at California community colleges. The final theme that was identified revealed that the demographic characteristics of faculty members were related to their awareness of the effectiveness of student authentication and authenticity.

Note

Description based on online resource; title from PDF title page (viewed on May 31, 2012).